College of the Redwoods
CURRICULUM PROPOSAL
1. Course ID and Number: BIOL3
2. Course Title: Fundamental Cell Biology
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new)
Required - Justification for Need (Provide a brief description of the background and rationale for the course. This might
include a description of a degree or certificate for which the course is required or the relationship of this course to other courses
in the same or other disciplines. To see examples of such descriptions, consult pages 10-11 of The Course Outline of Record: A
Curriculum Reference Guide.
Updated/Revised Course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Should another course be inactivated?
Title of course to be inactivated:
No
Yes
Inactivation date:
(If yes, attach a completed Course Inactivation Form found on the Curriculum Website.)
4.
If this is an update/revision of an existing course, provide explanation of and justification for changes to this
course. Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites.
The course outline is out of date. Student learning outcomes have been streamlined for more effective
and efficient assessment. Many of the previous outcomes have been moved to the content and skills
sections of this new outline.
5. List the faculty with which you consulted in the development and/or revision of this course outline:
Faculty Member Name(s) and Discipline(s): Karen Reiss, Jeff Hogue, Teresa Sholars and Brie Day, all
in Biology.
6. If any of the features listed below have been modified in the new proposal, indicate the “old” (current) information
and “new” (proposed) changes. If a feature is not changing, leave both the “old” and “new” fields blank.
FEATURES
OLD
NEW
Catalog Description
(Please include complete text
of old and new catalog
descriptions.)
A study of the fundamental structure
and function of cells including
consideration of all eucaryotic cell
organelles, reproduction, evolutionary
theory, and genetics. Considerable
incorporation of relevant biochemical
and biotechnological topics.
A course intended for biology majors
covering principles and applications of
prokaryotic and eukaryotic cell structure
and function, biological molecules,
homeostasis, cell reproduction and its
controls, classical and molecular
genetics, cell metabolism, and cellular
communication.
Grading Standard
Select
Select
CHEM1A
ENGL-150 and CHEM-1A or CHEM-2 and
MATH-120
Course Title
TOPS/CIPS Code
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 1 of 7
Recommended Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Select
Select
Other
1. DATE: 1/15/2013
2. DIVISION: Math, Science, and Engineering
3. COURSE ID AND NUMBER: BIOL3
4. COURSE TITLE: Fundamental Cell Biology
(Course title appears in Catalog and schedule of classes.)
5. SHORT TITLE: Fundamental Cell Biology
(Short title appears on student transcripts and is limited to 30 characters, including spaces.)
6. LOCAL ID (TOPS): 0401.00 Taxonomy of Program Codes
7. NATIONAL ID (CIP): 26.0101 Classification of Instructional Program Codes
8. DISCIPLINE(S): Biology Select from Minimum Qualifications for Faculty
Course may fit more than one discipline; identify all that apply:
9. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Spring 2014
10. COURSE UNITS:
TOTAL UNITS:
LECTURE UNITS:
4
3
TOTAL HOURS: 108
LECTURE HOURS:
54
(1 Unit Lecture = 18 Hours; 1 Unit Lab = 54 Hours)
LAB UNITS:
LAB HOURS:
1
54
11. MAXIMUM CLASS SIZE: 24
12. WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
Yes
Fee: $
If yes, attach a completed Instructional Materials Fee Request Form found on the Curriculum Website.
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
Is this course a repeatable lab course? No
Yes
Grade-Pass/No Pass Option
If yes, how many total enrollments? Select
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION -- The catalog description should clearly describe for students the scope of the course, its level, and what
kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.
A course intended for biology majors covering principles and applications of prokaryotic and
eukaryotic cell structure and function, biological molecules, homeostasis, cell reproduction and its
controls, classical and molecular genetics, cell metabolism, and cellular communication.
Special Notes or Advisories (e.g. Field Trips Required, Prior Admission to Special Program Required, etc.):
PREREQUISITE COURSE(S)
No
Yes
Course(s): ENGL-150 and CHEM-1A or CHEM-2 and MATH-120
Rationale for Prerequisite: Cellular biology is essentially the chemistry of cells. Students need to
understand pH, organic structures and their reactivities, the implications of thermodynamics, and
knowledge of the structure /function relationships of macromolecules. Without college level chemistry,
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 2 of 7
there is little chance that the student could fully grasp even the most basic structural and metabolic
principles in this course. College level reading and writing skills are necessary to comprehend the
textbook and complete various writing assignments. MATH120 skills are needed to complete the
significant calculations and mathematical manipulations required in the laboratory component of the
course.
Describe representative skills without which the student would be highly unlikely to succeed . Balancing and interpreting
biochemical reactions. Performing complex algebraic and other types of calculations. Researching and
writing a final project paper using and citing references.
COREQUISITE COURSE(S)
No
Yes
Course(s):
Rationale for Corequisite:
RECOMMENDED PREPARATION
No
Yes
Course(s):
Rationale for Recommended Preparation:
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of
taking this course?” State some of the objectives in terms of specific, measurable student actions (e.g. discuss, identify,
describe, analyze, construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs please
see Public Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.
1. Identify and describe biological molecules and cell structures and explain their functions
2. Compare and contrast cellular processes and interactions between prokaryotes and eukaryotes
(including metabolism, reproduction, communication, and genetics)
3. Explain how DNA replicates and transmits genetic information within organisms.
4. Apply the processes of scientific inquiry and experimental design to the study of biological
concepts.
COURSE CONTENT–This section describes what the course is “about”-i.e. what it covers and what knowledge students will acquire
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course
outcomes? Each concept should be numbered.
1. Structure and Function of Prokaryotic and Eukaryotic Cells.
2. Origin and evolution of cellular life and molecular evolution.
3. Organelle structure and function.
4. Membrane structure and function.
5. Cellular transport.
6. Cellular chemistry and biomolecules.
7. Cellular metabolism.
8. Cell reproduction and its controls.
9. Cell communication.
10. Classical/Mendelian genetics.
11. Molecular genetics.
12. DNA structure and function.
13. Gene structure, gene expression and control of gene expression.
14. Biotechnology.
15. Scientific Inquiry.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each issue
should be numbered.
1. Realize that all science is theory and merely the best explanation currently available based on
evidence obtained through the scientific method.
2. Recognize the difference between science and philosophy
3. Understand the principles of evolution as it applies to all cellular processes4. Recognize the
contributions to science by women and minorities
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1. Evolution is the underlying principle of biology.
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 3 of 7
2. Biological function is rooted in chemistry
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific
calculator, read college-level texts, create a field notebook, safely use power tools, etc). Each skill should be numbered.
1. Describe experimental design including the use of controls and independent and dependent
variables.
2. Follow written and oral laboratory instructions.
3. Work effectively in groups in a safe, timely, and productive manner.
4. Collect data, clearly present it in graphical form, and critically analyze it.
5. Write detailed lab reports of their experiments and answer critical thinking questions about
experiments.
6. Make predictions about follow-up experiments based on data.
7. Use the scientific method for critical evaluation of data and concepts in lab, lecture and independent
reading assignments.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the
course content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These
activities should relate directly to the Course Learning Outcomes. Each activity should be numbered.
1. Attending lectures and lab each week.
2. Designing and implementing cellular biology experiments.
3. Discussing outside reading.
4. Presenting a final project to the entire class.
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide
evidence of achieving the Course Learning Outcomes. Each assessment should be numbered.
Representative Assessment Tasks (These are examples of assessments instructors could use.):
1. In class written exams.
2. Laboratory reports.
3. Laboratory notebook.
4. Quizzes.
5. Final lab project.
Required Assessments for All Sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative assessments
above.):
1.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author Hardin,
Bertoni, Kleinsmith
Author
Title
Date
Author
Title
Date
Author
Title
Date
Title
Becker's World of the Cell
Date
2012
Other Appropriate Readings:
1.
COURSE TYPES
Is the course part of a Chancellor’s Office approved CR Associate Degree?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree
and Certificate Programs/choose appropriate catalog year):
Required course for degree(s)
Restricted elective for degree (s) SCIEX.LA.AA, SCI.LA.AA
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students
may choose to complete a specific number of units required for an approved degree.
2.
Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
No
Yes
If yes, specify all program codes that apply. ( Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree
and Certificate Programs/choose appropriate catalog year):
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 4 of 7
Required course for certificate(s)
Restricted elective for certificate(s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students may
choose to complete a specific number of units required for an approved certificate.
3.
Is the course Stand Alone?
No
Yes
(If “No” is checked for BOTH #1 & #2 above, the course is stand alone.)
4.
Basic Skills: NBS Not Basic Skills
5.
Work Experience: NWE Not Coop Work Experience
6.
Course eligible Career Technical Education funding (applies to vocational and tech-prep courses only): No
7.
Course eligible Economic Workforce Development funding : No
Yes
(If TOPS code has an asterisk it is indicative that the course is vocational.)
8.
Purpose: Y Credit Course Course Classification Status
9.
Accounting Method: W Weekly Census
Yes
10. Disability Status: N Not a Special Class
11. Course SAM Priority Code: E Not Occupational Definitions of SAM Priority Codes
COURSE TRANSFERABILITY
1.
Current Transferability Status: A Transferable to both UC and CSU
2.
Course Prior to Transfer Level: Y Not Applicable Definitions of Course Prior to Transfer Levels
CURRENT TRANSFERABILITY STATUS (Check at least one box below):
This course is currently transferable to:
Neither CSU nor UC
CSU as general elective credit
CSU as a specific course equivalent (see below)
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. CourseBIOL105, Campus HSU
2. CourseBIOL151, Campus CSU, Chico
UC as general elective credit
UC as specific course equivalent
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from UC.
1. CourseBIS1A, Campus UC Davis 2. CourseBIOL 20A, Campus UC Santa Cruz
PROPOSED CSU TRANSFERABILITY (Check at least one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit
Propose as a Specific Course Equivalent (see below)
If specific course equivalent credit is proposed, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
PROPOSED UC TRANSFERABILITY (Check one of the boxes below):
Curriculum Proposal: Revised (09.14.12)
Academic Senate Approved: 09.21.12
Page 5 of 7
No Proposal
Remove as General Education
Propose as General Elective Credit OR Specific Course Equivalent (fill in information below)
If “General Elective Credit OR Specific Course Equivalent” box above is checked, give course number(s)/ title(s) of one
or more currently-active, equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
CURRENTLY APPROVED GENERAL EDUCATION Check at least one box below):
Not currently approved
CR
CR GE Category: A
CSU
CSU GE Category: B2, B3
IGETC
IGETC Category: 5B
PROPOSED CR GENERAL EDUCATION (Check at least one box below):
No Proposal
__x__ Approved as CR GE by Curriculum Committee: _2.8.13 _
Remove as General Education
(DATE)
Review to maintain CR GE Status
____ Not Approved
New GE Proposal
CR GE Outcomes
GE learning outcomes in Effective Communication, Critical Thinking, and Global Awareness must be addressed in all general
education courses.
 Effective Communications: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this
category. Keeping a laboratory notebook provides practice in data recording, interpretation, and analysis
as well as graphical representations of results that must clearly communicate the experimental findings.
 Critical Thinking: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
Students in this class learn the importance of hypothesis testing as the foundation of scientific inquiry.
The laboratory sessions especially guide students to distinguish between data and interpretation in their
own experiments and when evaluating scientific claims made in scientific writing and in popular and
political media.
 Global Awareness: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
Cell biology involves the study of the relatedness of all life, as all living things are composed of one or
more cells. The relationship between humanity and the natural environment is studied via discussions of
biotechnology and stem cells as tools for manipulation of the natural world.
GE Criteria for Breadth and Generality
GE courses should be broad and general in scope. Typically such courses are introductory-- not advanced or specialized—and
the content encompasses a broad spectrum of knowledge within a given field of study.
Explain how the proposed GE course fulfills GE criteria for breadth and generality. The course covers cellular structure
and function and how cellular function relates to organismal function. Taxonomy and classification of cell types
according to evolutionary relatedness are also covered.
CR GE Area Designation
Course Learning Outcomes and Course Content should provide evidence of appropriate GE Area Designation.
Additional rationale for GE Area Designation (optional):
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE) (Check at least one box below):
No proposal
Curriculum Proposal: 09.14.12 rev
Academic Senate Approved: 09.21.12
Page 6 of 7
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
C. Arts, Literature, Philosophy, and Foreign Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign
Language)
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
E. Lifelong Understanding and Self-Development
E1 – Lifelong Understanding
E2 – Self-Development
Rationale for inclusion in this General Education category: Same as above
Proposed Intersegmental General Education Transfer Curriculum (IGETC) (Check at least one box below):
No proposal
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Same as Above
Submitted By: Diqui LaPenta
Division Chair/Director: Rachel Anderson
Approved by Curriculum Committee: No
Academic Senate Approval Date: 03.01.13
Curriculum Proposal: 09.14.12 rev
Academic Senate Approved: 09.21.12
Tel. Ext.
4257
Review Date: 1/31/13
Date: 1/15/2013
CURRICULUM COMMITTEE USE ONLY
Yes
Date: 2/8/13
Board of Trustees Approval Date: 04.02.13
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